HHS Public Access Author manuscript Author Manuscript
Early Educ Dev. Author manuscript; available in PMC 2017 April 07. Published in final edited form as: Early Educ Dev. 2016 ; 27(7): 1004–1017. doi:10.1080/10409289.2016.1156989.
Parents’ perceptions of preschool activities: exploring outdoor play Avanthi Jayasuriya, MPH, University of Washington; Seattle Children’s Research Institute
Author Manuscript
Marcia Williams, PhD, MPH, University of Washington Todd Edwards, PhD, and University of Washington Pooja Tandon, MD, MPH University of Washington; Seattle Children’s Research Institute
Abstract
Author Manuscript
Research Findings—Outdoor play is important for children’s health and development, yet many preschool-aged children in childcare settings do not receive the recommended 60 minutes/day of outdoor play. Childcare providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate clothing for their children and parents’ preference for academics over active play. This study explored parent perceptions and knowledge of outdoor playtime in childcare environments. On average, parents reported wanting their child to spend significantly more time playing outside during a full day of childcare than the recommended minimum. However, over one-half of parents reported that they did not know how much time their child actually spent playing outside and 43% reported that they did not know their childcare center’s outdoor play policies. Practice or Policy—Childcare providers may over-perceive parent-related barriers to outdoor play. Parents generally support outdoor play for their preschooler during center-based childcare but are not well informed about outdoor playtime and policies. Encouraging communication between parents and early childhood educators about these topics could lead to more universal support and strategies for promoting outdoor and active play opportunities for children which are important for their health and development.
Author Manuscript
Keywords Childcare; Parent Perceptions; Active Play; Physical Activity; Preschool Children
Correspondence to Avanthi Jayasuriya, MPH, University of Washington; Seattle Children’s Research Institute, [email protected]; [email protected].
Jayasuriya et al.
Page 2
Author Manuscript
Introduction
Author Manuscript
Physical activity is beneficial for children’s health, including obesity and chronic disease prevention, (Biddle, Gorely, & Stensel, 2004; Flynn et al., 2006) but also is important for various aspects of their cognition, learning and well-being (Becker, McClelland, Loprinzi, & Trost, 2014; Biddle et al., 2004; Flynn et al., 2006; Janssen & Leblanc, 2010; Lees & Hopkins, 2013; Palmer, Miller, & Robinson, 2013). Outdoor playtime, in particular, is one of the strongest and most consistent correlates of physical activity in young children as children play more vigorously when outdoors compared to indoors. (Dolinsky, Brouwer, Evenson, Siega-Riz, & Ostbye, 2011; Sallis, Prochaska, & Taylor, 2000; P. S. Tandon, Saelens, Zhou, Kerr, & Christakis, 2013). Outdoor play also fosters social-emotional and cognitive development through exposure to nature, activities that engage problem-solving skills and creativity, and unique opportunities for imaginative group- and free-play (Harte, 2013; National Association of Early Childhood Specialists in State Departments of, 2001).Despite these benefits and recommendations for daily outdoor playtime (American Academy of Pediatrics Council on Sports Medicine and Fitness, 2006), nearly half of all U.S. preschoolaged children do not receive at least one opportunity for parent-supervised outdoor play per day (P. S. Tandon, Zhou, & Christakis, 2012). Since a majority of U.S children under the age of five spend on average over 30 hours per week at out of home childcare facilities, those early learning settings become critical for providing outdoor play and physical activity opportunities (Laughlin, 2013).
Author Manuscript Author Manuscript
According to the third edition of Caring for Our Children: National Health and Safety Performance Standards; Guidelines for Early Care and Education Programs, children attending childcare centers should have a minimum of 60 minutes and multiple opportunities for outdoor play each day (Pediatrics, Association, & Education, 2011).The guidelines also include weather and clothing recommendations to support daily outdoor play. However, one study of Head Start centers reported that children spent an average of 36 minutes per day playing outdoors (Marino, Fletcher, Whitaker, & Anderson, 2012). Another study of licensed child care centers found that preschoolers received an average of 33 minutes per day of outdoor playtime (P. S. Tandon, Saelens, B.E., Christakis, D.A., 2015). Compared to those in half-day programs, children enrolled in full-day center-based programs spend less daily time in physically active play suggesting that childcare programs may not be providing sufficient active play opportunities (O'Dwyer et al., 2013). While the positive relationship between physical activity and cognition has been demonstrated in both school age children (Committee on Physical, Physical Education in the School, Food, Nutrition, & Institute of, 2013) and preschoolers(Carson et al., 2015), outdoor play may not be prioritized as a fundamental learning opportunity. However, the field is beginning to acknowledge emerging research in support of outdoor play as a unique and important developmental opportunity for young children ((NAEYC), 2012). Surveys of childcare providers have identified barriers to increasing outdoor play in childcare centers including parents not providing appropriate clothing for playing outdoors (Copeland, Sherman, Kendeigh, Saelens, & Kalkwarf, 2009), parental preference for children to be inside learning, and societal concerns about potential injuries (Copeland, Sherman, Kendeigh, Kalkwarf, & Saelens, 2012). Furthermore, one study found that parents
Early Educ Dev. Author manuscript; available in PMC 2017 April 07.
Jayasuriya et al.
Page 3
Author Manuscript
overestimate the amount of time they thought their preschooler spent engaged in daily physical activity (Irwin, He, Bouck, Tucker, & Pollett, 2005). Other studies of school-aged children reported that both children and parents consider any school related activity to be healthy because school is perceived as a “healthy place.”(Hesketh, Waters, Green, Salmon, & Williams, 2005; Patino-Fernandez, Hernandez, Villa, & Delamater, 2013). These studies suggest that parents may not engage in efforts to promote outdoor play in childcare settings for a few reasons: 1) they do not have a clear understanding of their child’s activities at childcare, 2) they assume that childcare activities are healthful and are following best practices and/or 3) they are not aware of the health and cognitive benefits of active play (Copeland et al., 2009; J. P. O'Connor & Temple, 2005). Strategies to overcome parentrelated barriers in improving young children’s early development include forms of parent engagement which Sheridan et al. (2011) describe as, “behaviors that connect with and support children or others in their environment in ways that are interactive, purposeful, and directed toward meaningful learning and affective outcomes.” (Sheridan, Knoche, Kupzyk, Edwards, & Marvin, 2011). As previous studies have primarily focused on the perspectives of childcare providers, the purpose of this study was to evaluate parents’ perceptions and knowledge of the role of outdoor play in their child’s childcare center to better inform parent engagement in strategies to promote outdoor play and physical activity in early learning settings.
Author Manuscript Methods
Author Manuscript
This was a descriptive exploratory study that used a convenience sample to gather information regarding parents’ views of their child’s activities while attending center-based childcare. The study included a cross-sectional self-report survey of open- and closed- ended questions. This study was considered exempt by the University Institutional Review Board. Study participants consisted of primary caregivers of children, ages three through five years, enrolled in pre-kindergarten licensed childcare centers (referred to as “center”). Primary caregivers under 18 years of age and those who did not self-identify as the primary caregiver were excluded. Given that over 90% of respondents consisted of mothers and fathers, the survey respondents will be referred to as “parents” in order to avoid confusion between primary caregivers and childcare center caregivers. If a parent had more than one preschoolaged child enrolled at the center, only one survey was completed. Non-English speaking parents were excluded from the study. Survey answers were collected anonymously.
Author Manuscript
The study was conducted in 12 licensed centers in the greater Seattle area. The communities in which the centers were located varied in income and race/ethnicity. The median income of the communities ranged from $43,263 to $98,604 (Census Bureau, 2010). Each center has two to three classrooms of about 20 children per classroom and all of them had an outdoor play area with play equipment. All centers have policies for outdoor play communicated to parents through newsletters and center handbooks distributed at orientation. The centers had similar outdoor play schedules posted in the centers with a minimum of one 30-minute session in the morning and one 30-minute session in the afternoon.
Early Educ Dev. Author manuscript; available in PMC 2017 April 07.
Jayasuriya et al.
Page 4
Author Manuscript
Study participants were recruited through one of three methods: 1) in-person, on-site communication between researcher and parent; 2) center distribution of survey; 3) electronic distribution of survey. The method of recruitment was determined by the preference of the center director. The survey instrument was informed by previous research, survey methodology text, and the input of the authors. The survey was piloted with parents of preschool-aged children and the final instrument included: (a) parent and child characteristics, (b) parents’ perceptions of the value of outside playtime relative to other center activities, (c) open-ended questions about parents’ knowledge of center active play policies, (d) parents’ perceptions of potential barriers to outdoor play at childcare, and (e) parents’ experience of discussions with childcare providers about outdoor playtime.
Author Manuscript
Data analysis included frequencies, means and standard deviations of responses of all survey questions and demographic characteristics. A two-sided, one-sample t-test was used to compare the mean of parents’ reported ideal daily amount of outdoor play relative to the recommended 60 minutes of outdoor play. Short responses to open-ended questions included in the survey were analyzed using a qualitative content analysis approach. Using keywords, responses were coded and counted. Primary coding was completed by one researcher and confirmed by the remaining authors. Any differences were reconciled through consensus. These results were used to contextualize the survey responses. An a priori list of keywords derived from review of prior literature was used for coding.
Results Participant Characteristics
Author Manuscript
The survey was completed by 98 respondents. Of the 98 respondents, 25 responded by center distributed mail-in paper surveys, 2 responded by electronic flyer distribution, and 71 responded by direct researcher approach. Each participating center had 8 to 10 respondents and results did not vary by center. The response rate among potential respondents approached directly by the researcher was 83%, with 17 potential respondents declining to participate. The characteristics of the study participants and their children are shown in Table 1. The sample which is referred to as “parents” was comprised of biological mothers, fathers, grandparents, siblings and a foster parent. Parent age ranged from 18 to 54 with a median age of 33 years. Children’s ages ranged from 3.0 to 5.9 years of age. Parents reported that their child played outside at home for an average of 81 minutes (SD: 77) on days the child attended childcare, and 151 minutes (SD: 110) on days the child did not attend childcare.
Author Manuscript
Importance of Activities and Reported Outdoor Playtime Table 2 shows the parents’ responses to the survey questions regarding the importance of different preschool activities: (a) in general, and (b) with regard to kindergarten readiness. “Learning ABCs and numbers” had the highest average score on both scales. “Outside play” ranked 5th relative to general importance and 4th relative to kindergarten readiness.
Early Educ Dev. Author manuscript; available in PMC 2017 April 07.
Jayasuriya et al.
Page 5
Author Manuscript
In response to the statement, “I think outside playtime is an important learning activity at school”, 87% of parents agreed or strongly agreed. In response to the statement, “Active outdoor playtime helps my child get ready for kindergarten”, 82% of parents agreed or strongly agreed. In response to the statement, “I think story time, ABC’s, numbers and science are more important for my child than going outside to play”, 32% of parents agreed or strongly agreed compared to 32% who disagreed or strongly disagreed and 36% of parents who neither agreed nor disagreed.
Author Manuscript
Figure 1 displays the distribution of parents’ reported times for the ideal amount of outdoor playtime for a full day at the center. The majority of parents (65%) reported wanting their child to spend more than 60 minutes playing outside compared to 35% of parents who reported wanting their child to spend 60 minutes or less playing outside. The mean amount of time that parents reported wanting their child to spend in outdoor playtime during a full day of childcare was 99 minutes (95% CI: 90–108). Compared to the recommendation of 60 minutes of daily outdoor playtime, parents wanted significantly more time at child care (p
Early Educ Dev. Author manuscript; available in PMC 2017 April 07. Published in final edited form as: Early Educ Dev. 2016 ; 27(7): 1004–1017. doi:10.1080/10409289.2016.1156989.
Parents’ perceptions of preschool activities: exploring outdoor play Avanthi Jayasuriya, MPH, University of Washington; Seattle Children’s Research Institute
Author Manuscript
Marcia Williams, PhD, MPH, University of Washington Todd Edwards, PhD, and University of Washington Pooja Tandon, MD, MPH University of Washington; Seattle Children’s Research Institute
Abstract
Author Manuscript
Research Findings—Outdoor play is important for children’s health and development, yet many preschool-aged children in childcare settings do not receive the recommended 60 minutes/day of outdoor play. Childcare providers have previously described parent-related barriers to increasing outdoor playtime, including parents not providing appropriate clothing for their children and parents’ preference for academics over active play. This study explored parent perceptions and knowledge of outdoor playtime in childcare environments. On average, parents reported wanting their child to spend significantly more time playing outside during a full day of childcare than the recommended minimum. However, over one-half of parents reported that they did not know how much time their child actually spent playing outside and 43% reported that they did not know their childcare center’s outdoor play policies. Practice or Policy—Childcare providers may over-perceive parent-related barriers to outdoor play. Parents generally support outdoor play for their preschooler during center-based childcare but are not well informed about outdoor playtime and policies. Encouraging communication between parents and early childhood educators about these topics could lead to more universal support and strategies for promoting outdoor and active play opportunities for children which are important for their health and development.
Author Manuscript
Keywords Childcare; Parent Perceptions; Active Play; Physical Activity; Preschool Children
Correspondence to Avanthi Jayasuriya, MPH, University of Washington; Seattle Children’s Research Institute, [email protected]; [email protected].
Jayasuriya et al.
Page 2
Author Manuscript
Introduction
Author Manuscript
Physical activity is beneficial for children’s health, including obesity and chronic disease prevention, (Biddle, Gorely, & Stensel, 2004; Flynn et al., 2006) but also is important for various aspects of their cognition, learning and well-being (Becker, McClelland, Loprinzi, & Trost, 2014; Biddle et al., 2004; Flynn et al., 2006; Janssen & Leblanc, 2010; Lees & Hopkins, 2013; Palmer, Miller, & Robinson, 2013). Outdoor playtime, in particular, is one of the strongest and most consistent correlates of physical activity in young children as children play more vigorously when outdoors compared to indoors. (Dolinsky, Brouwer, Evenson, Siega-Riz, & Ostbye, 2011; Sallis, Prochaska, & Taylor, 2000; P. S. Tandon, Saelens, Zhou, Kerr, & Christakis, 2013). Outdoor play also fosters social-emotional and cognitive development through exposure to nature, activities that engage problem-solving skills and creativity, and unique opportunities for imaginative group- and free-play (Harte, 2013; National Association of Early Childhood Specialists in State Departments of, 2001).Despite these benefits and recommendations for daily outdoor playtime (American Academy of Pediatrics Council on Sports Medicine and Fitness, 2006), nearly half of all U.S. preschoolaged children do not receive at least one opportunity for parent-supervised outdoor play per day (P. S. Tandon, Zhou, & Christakis, 2012). Since a majority of U.S children under the age of five spend on average over 30 hours per week at out of home childcare facilities, those early learning settings become critical for providing outdoor play and physical activity opportunities (Laughlin, 2013).
Author Manuscript Author Manuscript
According to the third edition of Caring for Our Children: National Health and Safety Performance Standards; Guidelines for Early Care and Education Programs, children attending childcare centers should have a minimum of 60 minutes and multiple opportunities for outdoor play each day (Pediatrics, Association, & Education, 2011).The guidelines also include weather and clothing recommendations to support daily outdoor play. However, one study of Head Start centers reported that children spent an average of 36 minutes per day playing outdoors (Marino, Fletcher, Whitaker, & Anderson, 2012). Another study of licensed child care centers found that preschoolers received an average of 33 minutes per day of outdoor playtime (P. S. Tandon, Saelens, B.E., Christakis, D.A., 2015). Compared to those in half-day programs, children enrolled in full-day center-based programs spend less daily time in physically active play suggesting that childcare programs may not be providing sufficient active play opportunities (O'Dwyer et al., 2013). While the positive relationship between physical activity and cognition has been demonstrated in both school age children (Committee on Physical, Physical Education in the School, Food, Nutrition, & Institute of, 2013) and preschoolers(Carson et al., 2015), outdoor play may not be prioritized as a fundamental learning opportunity. However, the field is beginning to acknowledge emerging research in support of outdoor play as a unique and important developmental opportunity for young children ((NAEYC), 2012). Surveys of childcare providers have identified barriers to increasing outdoor play in childcare centers including parents not providing appropriate clothing for playing outdoors (Copeland, Sherman, Kendeigh, Saelens, & Kalkwarf, 2009), parental preference for children to be inside learning, and societal concerns about potential injuries (Copeland, Sherman, Kendeigh, Kalkwarf, & Saelens, 2012). Furthermore, one study found that parents
Early Educ Dev. Author manuscript; available in PMC 2017 April 07.
Jayasuriya et al.
Page 3
Author Manuscript
overestimate the amount of time they thought their preschooler spent engaged in daily physical activity (Irwin, He, Bouck, Tucker, & Pollett, 2005). Other studies of school-aged children reported that both children and parents consider any school related activity to be healthy because school is perceived as a “healthy place.”(Hesketh, Waters, Green, Salmon, & Williams, 2005; Patino-Fernandez, Hernandez, Villa, & Delamater, 2013). These studies suggest that parents may not engage in efforts to promote outdoor play in childcare settings for a few reasons: 1) they do not have a clear understanding of their child’s activities at childcare, 2) they assume that childcare activities are healthful and are following best practices and/or 3) they are not aware of the health and cognitive benefits of active play (Copeland et al., 2009; J. P. O'Connor & Temple, 2005). Strategies to overcome parentrelated barriers in improving young children’s early development include forms of parent engagement which Sheridan et al. (2011) describe as, “behaviors that connect with and support children or others in their environment in ways that are interactive, purposeful, and directed toward meaningful learning and affective outcomes.” (Sheridan, Knoche, Kupzyk, Edwards, & Marvin, 2011). As previous studies have primarily focused on the perspectives of childcare providers, the purpose of this study was to evaluate parents’ perceptions and knowledge of the role of outdoor play in their child’s childcare center to better inform parent engagement in strategies to promote outdoor play and physical activity in early learning settings.
Author Manuscript Methods
Author Manuscript
This was a descriptive exploratory study that used a convenience sample to gather information regarding parents’ views of their child’s activities while attending center-based childcare. The study included a cross-sectional self-report survey of open- and closed- ended questions. This study was considered exempt by the University Institutional Review Board. Study participants consisted of primary caregivers of children, ages three through five years, enrolled in pre-kindergarten licensed childcare centers (referred to as “center”). Primary caregivers under 18 years of age and those who did not self-identify as the primary caregiver were excluded. Given that over 90% of respondents consisted of mothers and fathers, the survey respondents will be referred to as “parents” in order to avoid confusion between primary caregivers and childcare center caregivers. If a parent had more than one preschoolaged child enrolled at the center, only one survey was completed. Non-English speaking parents were excluded from the study. Survey answers were collected anonymously.
Author Manuscript
The study was conducted in 12 licensed centers in the greater Seattle area. The communities in which the centers were located varied in income and race/ethnicity. The median income of the communities ranged from $43,263 to $98,604 (Census Bureau, 2010). Each center has two to three classrooms of about 20 children per classroom and all of them had an outdoor play area with play equipment. All centers have policies for outdoor play communicated to parents through newsletters and center handbooks distributed at orientation. The centers had similar outdoor play schedules posted in the centers with a minimum of one 30-minute session in the morning and one 30-minute session in the afternoon.
Early Educ Dev. Author manuscript; available in PMC 2017 April 07.
Jayasuriya et al.
Page 4
Author Manuscript
Study participants were recruited through one of three methods: 1) in-person, on-site communication between researcher and parent; 2) center distribution of survey; 3) electronic distribution of survey. The method of recruitment was determined by the preference of the center director. The survey instrument was informed by previous research, survey methodology text, and the input of the authors. The survey was piloted with parents of preschool-aged children and the final instrument included: (a) parent and child characteristics, (b) parents’ perceptions of the value of outside playtime relative to other center activities, (c) open-ended questions about parents’ knowledge of center active play policies, (d) parents’ perceptions of potential barriers to outdoor play at childcare, and (e) parents’ experience of discussions with childcare providers about outdoor playtime.
Author Manuscript
Data analysis included frequencies, means and standard deviations of responses of all survey questions and demographic characteristics. A two-sided, one-sample t-test was used to compare the mean of parents’ reported ideal daily amount of outdoor play relative to the recommended 60 minutes of outdoor play. Short responses to open-ended questions included in the survey were analyzed using a qualitative content analysis approach. Using keywords, responses were coded and counted. Primary coding was completed by one researcher and confirmed by the remaining authors. Any differences were reconciled through consensus. These results were used to contextualize the survey responses. An a priori list of keywords derived from review of prior literature was used for coding.
Results Participant Characteristics
Author Manuscript
The survey was completed by 98 respondents. Of the 98 respondents, 25 responded by center distributed mail-in paper surveys, 2 responded by electronic flyer distribution, and 71 responded by direct researcher approach. Each participating center had 8 to 10 respondents and results did not vary by center. The response rate among potential respondents approached directly by the researcher was 83%, with 17 potential respondents declining to participate. The characteristics of the study participants and their children are shown in Table 1. The sample which is referred to as “parents” was comprised of biological mothers, fathers, grandparents, siblings and a foster parent. Parent age ranged from 18 to 54 with a median age of 33 years. Children’s ages ranged from 3.0 to 5.9 years of age. Parents reported that their child played outside at home for an average of 81 minutes (SD: 77) on days the child attended childcare, and 151 minutes (SD: 110) on days the child did not attend childcare.
Author Manuscript
Importance of Activities and Reported Outdoor Playtime Table 2 shows the parents’ responses to the survey questions regarding the importance of different preschool activities: (a) in general, and (b) with regard to kindergarten readiness. “Learning ABCs and numbers” had the highest average score on both scales. “Outside play” ranked 5th relative to general importance and 4th relative to kindergarten readiness.
Early Educ Dev. Author manuscript; available in PMC 2017 April 07.
Jayasuriya et al.
Page 5
Author Manuscript
In response to the statement, “I think outside playtime is an important learning activity at school”, 87% of parents agreed or strongly agreed. In response to the statement, “Active outdoor playtime helps my child get ready for kindergarten”, 82% of parents agreed or strongly agreed. In response to the statement, “I think story time, ABC’s, numbers and science are more important for my child than going outside to play”, 32% of parents agreed or strongly agreed compared to 32% who disagreed or strongly disagreed and 36% of parents who neither agreed nor disagreed.
Author Manuscript
Figure 1 displays the distribution of parents’ reported times for the ideal amount of outdoor playtime for a full day at the center. The majority of parents (65%) reported wanting their child to spend more than 60 minutes playing outside compared to 35% of parents who reported wanting their child to spend 60 minutes or less playing outside. The mean amount of time that parents reported wanting their child to spend in outdoor playtime during a full day of childcare was 99 minutes (95% CI: 90–108). Compared to the recommendation of 60 minutes of daily outdoor playtime, parents wanted significantly more time at child care (p
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